2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

• prior knowledge.
• summary.
• questions.
• graphic organizers.

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. 

4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts.

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. 

5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.
5.02 Apply phonics to write independently, using temporary and/or conventional spelling.
5.04 Use complete sentences to write simple texts.
5.05 Use basic capitalization and punctuation:

• first word in a sentence.
• proper names.
• period to end declarative sentence.
• question mark to end interrogative sentence.

5.06 Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences).
5.07 Use legible manuscript handwriting.

Alignment:
NCDPI Standards -
Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator 1: Teachers know the developmental stages of language acquisition.
In the process of writing this story about the caterpillar, the students are required to do very little completely on their own, as writing is a new skill to them.  I also am requiring them to spell words on their own.  I will not tell them how to spell anything, while I will say the word again in a very phonetic way, making them listen to each of the sounds. 

Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.
Indicator 2: Teachers help students use a variety of strategies to monitor their own reading comprehension.
Through the first day of writing their stories, the students will re-read their stories numerous times.  After they 'finish' they will bring their stories to me, and I will have them read them aloud to me, finding more mistakes.  They will go through their stories, looking for any mistakes they can find, making their story as perfect as possible. 
Indicator 3: Teachers guide and encourage students to think critically about what they write and read.
Day two of the writing process is 'peer editing'.  Not only will the students be responsible for finding mistakes in their own work, but they will be helping their partners fix their papers as well.  It may seem like a lot of work, and it is, but I can assure you that my students are much better writers now, seeing as how they are very conscious of everything they put to paper.